Crear refugia cultural para transformar los límites de la ciencia

Translated title of the contribution: Creating cultural refugia to transform the boundaries of science

    Research output: Contribution to journalArticlepeer-review

    Abstract

    This paper is a reflection on Bobby Habig, Preeti Gupta, and Jennifer Adams’ article Disrupting deficit narratives in informal science education: Amplifying community cultural wealth theory to youth learning and engagement. The article examines the significance of community cultural capital and the need for informal STEM institutions to engage more deliberately with the knowledge and lived experiences that youth bring to programs they participate in. In my response, I question whether the informal science institution of study had changed in response to these young people. As a ‘science insider,’ I explore how research experiences in informal science education institutions such as museums are tightly bounded by and connected with ancient European scientific practices that limit a deep embrace of community cultural wealth. If the aim is for youth to develop their science identities, then these informal science education institutions need to question what kind of science people they are asking youth to become. I consider how informal science education institutions might remake themselves as cultural refugia, where interrogation of the dominant Eurocentric norms of what science is can be challenged and transformed.

    Translated title of the contributionCreating cultural refugia to transform the boundaries of science
    Original languageSpanish
    Pages (from-to)549-556
    Number of pages8
    JournalCultural Studies of Science Education
    Volume16
    Issue number2
    DOIs
    StatePublished - Jun 2021

    All Science Journal Classification (ASJC) codes

    • Cultural Studies

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